Brain Potential Institute

Founded in Texas. Serving the world

All good things grow and expand and Brain Potential Institute is no exception. The original company was founded in 2002 by Jane Davis, under the name Kid Potential but changed its name to Brain Potential Institute (BPI for short) in 2010. BPI has been a haven for a number of children and adults who have found school or work just a little too difficult to manage. In fact, we have evaluated over 3000 students and treated almost a third of those. Some students were simply struggling in school, some were high functioning individuals living with Attention Deficit Disorder who found they had simply missed a step somewhere along the way and had fallen behind. Others were evaluated as low functioning (IQ scores lower than 80 points) individuals who had been relegated to Special Education classes. Many of these students left at grade level or even at an accelerated level, their brains rewired to handle the trials of everyday life. It was not long before we discovered that brain training was not only beneficial to children, but to adults as well. We had worked with a number of adults who felt they were at their wits end in work or retirement, and we had put them back on their track to success. With this new information, we expanded our mission, built a whole new program which expanded our reach to any age group. In 2010, we changed our name to Brain Potential Institute, a more accurate description of our service and with our internet-based VOLT program, we managed to expand our reach to include not just the local Houston area, but any English-speaking student worldwide. The year 2013 brought an end to the original BPI, as Jane and her husband refocused their efforts and priorities. Jane continues to work with our team as a Consultant and tester of our students, but her primary focus is on the needs of her family, including her young granddaughter, and aging parents.

Brain Training works through a series of measurements and exercises. The screening test measures the brains ability to handle and process information in the following neurological areas most critical to learning: Central Auditory Processing: Measures how the brain blends, interprets and uses the 43 sounds of the English language. Central auditory processing problems are common with dyslexia. This deficit may cause difficulty in concentration, listening, reading, remembering, writing paragraphs and papers, spelling and following directions. Attention and Concentration: Measures the brains ability to lock and load on a target stimulus. In so doing, we are able to determine omission errorswhere the brain zones out and misses the stimulus and co-mission errors where the impulsive brain responds inaccurately to a target that isnt there. This indicates poor functioning of the brains prefrontal cortex. Verbal Fluency: We measure verbal fluency, which is your brains ability to generate thoughts and words on request. Processing Speed: Measures how rapidly and accurately the brain moves through written material and how quickly it processes information. Central Auditory Processing: Measures how the brain blends, interprets and uses the 43 sounds of the English language. Central auditory processing problems are common with dyslexia. This deficit may cause difficulty in concentration, listening, reading, remembering, writing paragraphs and papers, spelling and following directions. Active Working Memory: Measures how effectively the brain captures information and retrieves it from memory. The hippocampus of the brain is critical to this process. It is frequently impaired in Alzheimers disease and other dementias. Word Attack: Measures how the brain sounds out and spells words. Effective brain function in word attack allows a person to successfully sound out and pronounce any word in the English language regardless of its length or difficulty. Logic and Reasoning: Measures how the brain breaks down complex projects into a sequence of steps. A person strong in logic and reasoning likes to figure things out independently. A short attention span typical of ADD/ADHD makes this difficult. Improved logic and reasoning increases the ability to focus, pay attention and concentrate.

Brain exercises of the prefontal cortex improve attention, concentration, planning, organization and impulse control

Many people question if ADD and ADHD truly exists or whether it is a fad diagnosis. Many mistakenly believe that people with ADD and ADHD are simply lazy or undisciplined. It is now obvious on functional brain imaging studies such as PET, SPECT and fMRI that Attention Deficit Disorder (ADD) and Attention Deficit Disorder with Hyperactivity (ADHD) are indeed measurable brain dysfunctions. On functional imaging study, it is apparent that the prefontal cortex of the brain actually deactivates when a person with ADD/ADHD attempts to concentrate.

In 1944 Hans Asperger began studying children which seemed to have a problem with nonverbal communication skills, empathy with other kids and were physically clumsy. By 1981 the syndrome called Aspergers Syndrome had come into our collective consciousness. People with Aspergers have a real problem reading body language and social cues; they tend to make inappropriate remarks in social situations because they cant empathize with their peers.

Online and Onsite Training (682) 478-2323 or (877) 312-9341

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